Embitterment has been described as the emotion generated in the aftermath of an event experienced as unjust and unfair. Although embitterment is most commonly presented in the work context, research on workplace embitterment has remained scarce due to the fact that the concept of embitterment is rather new. This thesis aimed to shed some light on the prevalence of this emotion, its developmental context, outcomes and ways of treating it. Results from this thesis suggests that breaches in organisational justice, can trigger feelings of workplace embitterment which can impact negatively employees’ ability to psychologically unwind from work, as well as their work engagement and job satisfaction levels. The unfolding of further features of workplace embitterment and the development of interventions to improve this feeling seems a worthwhile future endeavour.

Over the last decade, the nature of bullying has changed dramatically, moving from traditional, face to face to via communication technologies. The associated bullying behaviours and technologies is collectively known as ‘cyberbullying’. Cyberbullying is an increasing problem which results in negative outcomes for all involved. For victims, it is ubiquitous; there is no escape. Cyberbullying, has been directly and indirectly linked to an increased risk of suicide for both victims and bullies. It is therefore vital to explore what children, parents and teachers interpret as cyberbullying and how to design effective interventions to reduce cyberbullying and/or develop resilience and coping strategies. To date, research on cyberbullying has focussed on children in their teens. However, little is known about the perceptions of younger children particularly at the key transitions point from primary to secondary school. At this age, self-esteem decreases and peer support and influence become very important in determining behaviour. Technology use increases around this age and parental monitoring decreases. This thesis uses multiple methods to fully explore similarities and differences in perceptions and experiences between children before (aged 10-11 years) and after (aged 12-15 years) this transition and develops a behaviour change intervention to promote more positive behaviour online, increase resilience and self-efficacy. This thesis aims to develop ways for children to overcome adversity by developing their problem-solving skills and increasing their confidence levels to deal with a negative situation through building their cyberbullying resilience. Cyberbullying resilience can be strengthened through external factors such as a supportive environment, strong peer support and a sense of belonging and internal factors including high self-esteem, self-control and self-efficacy (Bozak (2013) as cited in Hinduja and Patchin (2017)). Initial findings suggested that cyberbullying is predominantly a female behaviour and that victims and bystanders are reluctant to seek adult intervention unless the situation is considered to be so extreme that they can no longer cope. Primary girls were found to be more likely to report a cyberbullying incident than secondary, even though there was no difference in their perception of the severity of the incident. This thesis adds to the literature by highlighting children, parents and teachers’ understandings and expectations around reporting and what these are. This thesis identifies age differences in relation to cyberbullying perceptions and reporting channels and presents a behaviour change intervention which increased self-efficacy and resilience levels. It is also applies a unique intervention approach by introducing implementation intentions with the intention to increase kind online behaviour in addition to building self-efficacy, self-esteem and cyberbullying resilience so that children have skills and strategies in place to deal with adversity online should the time come.

From 2011 to 2012, 1.1 million workers were impacted by work related stress, lack of professional support and bullying (Health and Safety Executive, 2013). “Burnout” is not easily defined but it can be described as a phenomenon that affects both the personal and professional dimensions of an individual’s life. This study investigates counselling psychologists’ experience and management of “burnout” using the qualitative method of Interpretative Phenomenological Analysis (IPA). Six qualified counselling psychologists from the United Kingdom, New Zealand and the United States of America were interviewed via telephone. The three main themes that were found are: (1) “batteries run out” which includes the physical and emotional effects, as well as the disillusionment of the reality of the profession, (2) “Prisoner of an eroding system” describes the professional dimension of the experience such as locus of control, effect on client work, boundaries and values, and (3) “Recharging the batteries” which gives an insight into how the participants managed their experience, such as their personal view of “burnout”, the issue of reclaiming their space and time, as well as the role of support. Overall, there was an underlying sense that the participants wanted to be taken care of by others but were unable to ask for help. The relevance of this study to the field of Counselling Psychology is discussed in relation to theory and professional practise. The limitations and shortcomings of this investigation are highlighted and suggestions for future research are made.

Research on sexual diversity in primary schools has shown that primary school children are aware of and exposed to harassment, bullying and discrimination in schools. This study was undertaken to explore the extent to which trainee teachers are aware of and perceive sexual diversity discourses in primary schools. I focus on concern about the ways primary schools address the nature of gender stereotyping, homophobic bullying and same-sex families. Within these themes, I explore trainee teachers’ perceptions of addressing sexual diversity issues in the primary school classroom. A total of eleven trainee teachers and three educational non-governmental officers were interviewed and 198 trainee teachers responded to the questionnaire from twenty-one different universities across the United Kingdom. A feminist and queer approach was used in the research design; the analysis and interpretation of the data collected was done through interpretative phenomenological and thematic analysis. Trainee teachers’ positive perception of sexual diversity is reflected in the questionnaire data, 76.3 % of trainees think it is necessary to teach primary school children about gay and lesbian families. Nonetheless, the questionnaire data suggest there is a lack of training on addressing sexual diversity issues in the schools. The interview data showed that trainee teachers perceive themselves as role models with the responsibility of being inclusive to all students. Also, trainees acknowledge the lack of confidence to address and deal with sexual diversity issues in the school classroom. Overall, this study enhances our understanding of gender and sexualities in primary schools and extends our knowledge of trainee teacher experiences in primary schools. Drawing on these findings, future research is needed into what trainee teachers programmes should promote as teaching practices that involve diversity and inclusive pedagogies.

Within this thesis the challenge of reducing bullying among children and adolescents in schools is reviewed (Chapter 2). The focus of this research was to examine the developmental decline in prosocial bystander responses to bullying (when a “bystander” is an individual who witnesses the bullying incident). To do so, a “developmental intergroup approach” (cf. Killen, Mulvey & Hitti, 2013; Rutland, Killen & Abrams, 2010) was applied to the context of bystander intentions. This approach suggests that intergroup factors such as group membership and identification, group norms, intergroup status and social-moral reasoning influence attitudes and behaviours during childhood and adolescence (e.g., Abrams, Rutland & Cameron, 2003; Rutland & Killen, 2011; Chapter 3). The present research examines whether this approach could shed light on why, with age, children become less likely to report helpful bystander intentions when faced with bullying and aggression among peers (e.g., Rigby & Johnson, 2006). Three studies were conducted, following an experimental questionnaire-based design (e.g., Abrams, Palmer, Rutland, Cameron & Van de Vyver, 2013; Nesdale & Lawson, 2011; Chapter 4). Study 1 (Chapter 5) showed support for examining group membership and group identification, group norms and social-moral reasoning) when understanding the developmental decline in helpful bystander responses. Two hundred and sixty 8-10 year olds and 13-15 year olds read about an incident of intergroup verbal aggression. Adolescent bystander intentions were influenced by norms and perceived severity of the incident. A significant moderated mediation analysis showed that the level of group identification among participants partially mediated the relationship between age and helpful bystander intentions, but only when the aggressor was an outgroup member and the victim was an ingroup member. Moral (e.g., “It’s not right to call them names”) and psychological (e.g., “It’s none of my business) reasoning differed by age and intention to help the victim or not. In Study 2 (Chapter 6) the role of intergroup bystander status and type of bystander response was manipulated. Two types of bystander norm (attitudinal and behavioural) were measured along with an exploratory examination of perceived leadership. Participants (N=221) read about an incident of verbal aggression where a bystander (who belonged to a high- or low-status group), either helped or walked away from an incident of verbal aggression. Helping bystanders were viewed more positively than those who walked away, but no effect of status on bystander evaluations was observed. However, moral reasoning was prioritised for high-status compared to low-status bystanders, regardless of their bystander behaviour. Additionally, bystander response (but not status) moderated the relationship between the behavioural norm and perceived leadership qualities. To further examine the role of norms a norm for helping versus not getting involved was manipulated in Study 3 (Chapter 7). Participants (N=230) read about deviant ingroup and outgroup bystanders who observed an incident of intergroup verbal aggression. Group membership was either school group or ethnicity (ingroup British and outgroup Travellers). Not only were participants sensitive to the group membership of the bystander, but they evaluated those who transgressed a helping norm more negatively than those who transgressed a norm not to get involved. Importantly this study also showed, for the first time, that children and adolescents are aware of group-based repercussions (e.g., social exclusion) if they do not behave in line with group norms. The studies presented within this thesis show strong support for considering group processes when examining the developmental decline in bystander responses to bullying and aggression and developing age-appropriate anti-bullying interventions. Further implications for theory, practitioners, policy and future research are discussed (see Chapter 8).